Instructional Objectives:
Students will be able to define convex, concave, reflection, diffraction, and refraction.
Materials Needed:
glass cup
spoon
concave and convex mirrors
two normal mirrors
a prisim
Scafolded notes
water bath
coin
Introduction:
5 min: I will begin by doing having the students look at a few things I have prepared for them. A spoon in a glass of water that looks like it is in two pieces, a mirror that makes students appear upside down, a mirror that shows students how others see them and not how they see themselves in a normal mirror, and a prism. While I take attendance I will ask students to talk to a neighbor about what they think is going on in each of these situations.
5 min: Groups will share their ideas on one or two of the visuals that they think they may have figured out. I will tell the class to keep this in mind as we find out what is really happening here.
Activities & Assignments:
25 min: I will distribute scaffolded notes about wave interaction. During this time I will provide not only definitions and such but I will have the class take a guess at which interaction I am describing corresponds to the various items I had them take a look at. In addition to text book materials I will talk about the phases of the moon, a strategy Native Americans used to catch fish, why objects in mirror are closer than they appear,, and a little bit about how the eye works. Also a simple analogy about how light bends and how a car will automatically turn if one wheel is caught on a rough surface.
15 min: appearing coin activity.
In this activity students will see first hand the refraction of light. Students will be asked to look at a coin in an empty water bath and then slowly lower their field of vision until the coin is no longer visible behind the lip of the water bath. As water is added. The light bends just enough to allow the student to view the coin again. Students of course, will be asked to explain what is actually going on here. How do you want them to represent their results in their notes? What will they take away from the activity?
Closure:
5 min: In the last few minutes I will ask students “Today we wanted to find out what was going on in the various illusions I showed you in the beginning of class, can you tell me what was actually going on in each case?” As the class tries to answer the question I will try to clarify any misconceptions as this is a topic that students can have trouble grasping. To close I will ask them to think about “Why it is important to have your speakers separated by a specific distance for the best sound quality. We will discuss it tomorrow”
Unit: Wave Behavior
Topic: Wave interactions
Instructional Objectives:
Students will be able to define convex, concave, reflection, diffraction, and refraction.
Materials Needed:
glass cup
spoon
concave and convex mirrors
two normal mirrors
a prisim
Scafolded notes
water bath
coin
Introduction:
5 min: I will begin by doing having the students look at a few things I have prepared for them. A spoon in a glass of water that looks like it is in two pieces, a mirror that makes students appear upside down, a mirror that shows students how others see them and not how they see themselves in a normal mirror, and a prism. While I take attendance I will ask students to talk to a neighbor about what they think is going on in each of these situations.
5 min: Groups will share their ideas on one or two of the visuals that they think they may have figured out. I will tell the class to keep this in mind as we find out what is really happening here.
Activities & Assignments:
25 min: I will distribute scaffolded notes about wave interaction. During this time I will provide not only definitions and such but I will have the class take a guess at which interaction I am describing corresponds to the various items I had them take a look at. In addition to text book materials I will talk about the phases of the moon, a strategy Native Americans used to catch fish, why objects in mirror are closer than they appear,, and a little bit about how the eye works. Also a simple analogy about how light bends and how a car will automatically turn if one wheel is caught on a rough surface.
15 min: appearing coin activity.
In this activity students will see first hand the refraction of light. Students will be asked to look at a coin in an empty water bath and then slowly lower their field of vision until the coin is no longer visible behind the lip of the water bath. As water is added. The light bends just enough to allow the student to view the coin again. Students of course, will be asked to explain what is actually going on here.
How do you want them to represent their results in their notes? What will they take away from the activity?
Closure:
5 min: In the last few minutes I will ask students “Today we wanted to find out what was going on in the various illusions I showed you in the beginning of class, can you tell me what was actually going on in each case?” As the class tries to answer the question I will try to clarify any misconceptions as this is a topic that students can have trouble grasping. To close I will ask them to think about “Why it is important to have your speakers separated by a specific distance for the best sound quality. We will discuss it tomorrow”